The International Journal of Management Education 16 (2018) 37–42

Contents lists available at ScienceDirect

The International Journal of

Management Education
journal homepage: www.elsevier.com/locate/ijme

Social media as a complementary learning tool for teaching and

T
learning: The case of youtube
Sedigheh Moghavvemi∗, Ainin Sulaiman, Noor Ismawati Jaafar, Nafisa Kasem
Faculty of Business and Accountancy, University of Malaya, Malaysia

AR TI CLE I NF O AB S T R A CT

Keywords: Taking into account the importance of using video and visual objects for teaching, some uni-
Social media versities utilize YouTube as a complementary teaching tool. This work analyses students’ per-
YouTube spectives on the usage of YouTube for learning, their corresponding usage patterns, and asso-
Academic learning ciated factors prompting them to use YouTube. We interviewed 30 students, and went on to
Academic performance
develop a scale for academic learning as a determinant of YouTube usage, which was then va-
Entertainment
lidated amongst the students. Data were collected from a total of 321 students in the Faculty of
Business and Accountancy, University of Malaya to test the developed construct. The results
confirmed that entertainment, seeking information, and academic learning are some of the main
motivations for using YouTube. We regard YouTube as an effective tool that can enhance the
learning experience if the video is indeed relevant to the subject at hand. It is recommended that
instructors integrate YouTube into their respective courses to benefit from its inherent ad-
vantages in the context of learning/teaching.

1. Introduction

It is an established fact that combining social media usage and higher education will serve to bring both the institution and
students closer (Karvounidis, Chimos, Bersimis, & Douligeris, 2014; Manca & Ranieri, 2016a, 2016b; Mbatha, 2014; Moghavvemi,
Paramanathan, Rahin, & Sharabati, 2017). The use of social media (SM) and its potential as a learning tool (Osgerby & Rush, 2015)
are becoming topics worthy of research. Blogs, Wikis, YouTube, Facebook, and Twitter are some of the more common forms of SM
(Gao, Luo, & Zhang, 2012; Manca & Ranieri, 2016a, 2016b). It was also pointed out that Facebook can be used to collect information
(Junco and Cotten, 2012), be used as a learning tool (Moghavvemi & Salarzadeh Janatabadi, 2017), connect students, and propagate
university culture (Yu, Tian, Vogel, & Kwok, 2010). Wiki is especially useful in collaborative projects (Wang, Hao, Cao, & Li, 2014) or
as a blog interface for feedback and interactive learning (Churchill, 2009; Ellison & Wu, 2008). YouTube is an example of SM that
allows for the formation of social relationships that revolves around uploaded videos. It was confirmed that many students used
YouTube to learn and seek information, however, studies show that the use of YouTube for academic learning and its effectiveness as
a teaching tool lag far behind other SM, such as Facebook.
YouTube is the third most visited website in the world, behind Google and Facebook (Alexa, 2015). Videos pertaining to edu-
cation, entertainment, marketing, and science are constantly being uploaded to YouTube since 2005. Its usage in a classroom setting
(higher education) is a niche endeavour, however, this approach is receiving more and more attention (Alon & Herath, 2014; Torres-
Ramírez, García-Domingo, Aguilera, & Casa, 2014; Tugrul, 2012). The revolutionary channel of the University of California

∗
Corresponding author.
E-mail addresses: sedigheh@um.edu.my (S. Moghavvemi), ainins@um.edu.my (A. Sulaiman), isma_jaafar@um.edu.my (N.I. Jaafar),
nmkasem@gmail.com (N. Kasem).

https://doi.org/10.1016/j.ijme.2017.12.001
Received 27 August 2017; Received in revised form 16 November 2017; Accepted 4 December 2017
1472-8117/ © 2017 Elsevier Ltd. All rights reserved.
S. Moghavvemi et al. The International Journal of Management Education 16 (2018) 37–42

(Berkeley) (www.youtube.com/UCBerkeley) has prompted other universities to launch their own channels, such as in medicine
(Duncan, Yarwood-Ross, & Haigh, 2013), sciences, and the performing arts (Everson, Gundlach, & Miller, 2013). These channels are
intended to encourage the students/teachers to watch the videos, cultivate student-teacher coordinated efforts, enhance the learning
process, and enable real-time feedback from students (Torres-Ramírez et al., 2014). More and more, universities are realizing the
benefits of using technology as a teaching tool, and are adopting technological approaches that are suitable in a classroom setting to
complement traditional teaching approaches. This realization prompted many studies pertaining to the effectiveness of supple-
mentary teaching tools in a classroom setting, such as YouTube, which is unfortunately scarce in literature.
This study intends to elucidate two factors; students’ usage of YouTube and its effectiveness from the perspective of students vis-à-
vis teaching and learning. This study consists of three main objectives:

i) To elucidate the pattern and purpose of using YouTube amongst university students in Malaysia.
ii) To measure students' perception vis-à-vis the effectiveness of YouTube videos in the context of academic learning, and
iii) To develop a method that can be used to measure academic learning as one of the determinants of using YouTube amongst
students.

Statistics confirmed that ∼90% of Malaysian Internet users visit YouTube at least once a day (Statista, 2016). According to TNS
Research, Malaysians aged 16–34 spend the most time on YouTube, averaging at 80 min, which is twice that of the reported world
average (Leng, 2016). Our research will detail the usage and purpose of using YouTube amongst university students.

2. Literature review

SM refers to a broad range of applications that enables users to create, share, comment, and discuss a multitude of digital content
(s). It is regarded as ‘dynamic’, ‘interactive’, ‘democratic’, ‘people centric’, ‘volatile’, ‘social’, and ‘adaptive’ (Manca & Ranieri, 2016b).
Another aspect of SM that is often overlooked is its ability to transform teaching/learning into a more social, open, and collaboration-
oriented endeavour. Researchers utilised many theories/models to determine the viability of using SM for teaching purposes. The
Blended Learning theory (Fleck, Beckman, Sterns, & Hussey, 2014) was used to examine the usage of YouTube in a classroom setting.
He noted that students are receptive towards using familiar online learning tools, which ultimately enhance their learning experience.
Other researchers proposed that blending multiple SMs can influence blended learning in higher education (Artal-Sevil, Romero-
Pascual, & Artacho-Terrer, 2015), which has a substantial optimistic effect on the teaching process (Alebaikan & Troudi, 2010). It was
reported that when online sessions were used to augment traditional teaching methods, the students responded more readily and
learned at a faster pace (Graham, Toon, Wynn-William, & Beatson, 2017; Korr, Derwin, Greene, & Sokoloff, 2012). Blended learning
also allows the students to be flexible and to freely provide feedbacks vis-à-vis the course (Alebaikan & Troudi, 2010; Korr et al.,
2012). These aforementioned benefits associated with blended learning have convinced many curriculum implementers to adopt it in
their respective institutions.
YouTube grants the students satisfaction due to the use of videos in a traditional classroom setting (Torres-Ramírez et al., 2014;
Tugrul, 2012). Clifton and Mann (2011) reported that the use of YouTube to teach nursing procedures improved the students’
attention and retention, due to the fact that it is much easier to remember visual cues than auditory ones (Johnson & Mayer, 2009).
Dupuis, Coutu, and Laneuville (2013) also reported that biology students who volunteered to watch online videos pertaining to their
classes end up with better grades compared to their classmates who chose not to (Dupuis et al., 2013). Sobaih, Moustafa,
Ghandforoush, and Khan (2016) proposed that SM is an effective tool to teach hospitality and tourism, particularly in developing
countries (Sobaih et al., 2016). Students reported higher satisfaction and increased retention when SM is integrated into their courses
(Alon & Herath, 2014; Barczyk & Duncan, 2012).
Balakrishnan and Gan (2016) pointed out that the Malaysian government regulates the use of SM, especially Facebook, due to
political considerations. However, this does not extend to the use of SM for education, which the government wholeheartedly
supports, as reflected in its recent emphasis on online learning for higher education, as detailed in the Malaysia Education Blueprint
2015–2025 (Higher Education). In fact, a pedagogical approach that combines both online learning and traditional face-to-face
instruction is set to be implemented in all higher education institutions in the country (MoE, 2015). With ∼67% of the population
being Internet users (Internet World Stats, 2014), of which more than 50% are users of SM (Statista, 2016), SM-linked technologies
are expected to play a pivotal role in realising the government's goals in the case of higher education. Some universities in Malaysia
are beginning to implement blended learning, while instructors are utilising YouTube and Facebook to complement their traditional
teaching approaches. Students responded to this shift by also increasing the use of YouTube to learn, however, there is little in way of
formal research elucidating the effectiveness of YouTube for learning/teaching purposes.

3. Participant and data collection

3.1. Qualitative stage

We designed three open-ended questions based on the objective of the study, and distributed the resulting questionnaire to 30
business students (YouTube users) at the University of Malaya, Malaysia:

a) Why are you using YouTube (purpose of use)?

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b) Do you think using YouTube influences your academic performance? Please explain, and
c) Do you think instructors should use YouTube as a complementary tool for teaching?

The total size of the sample is 30, with 15 males and 15 female participants, which included undergraduates, postgraduates, full-
time, and part-time students.
The data was transcribed and uploaded to NVIVO, and analysed thematically, guided by keywords used in the three research
questions. New codes were formed based on the analysis. After the initial coding, the transcripts, thematically-coded remarks, and
results were reviewed by a second member of the research team. The main themes were purpose of use, positive effects on academic
performance, negative effects on academic performance, and the effectiveness of YouTube for learning. The qualitative data revealed
that all of the students use YouTube for entertainment and relaxation. At least ten of them pointed out that they use YouTube to
relieve stress. One of them said that “It is just for me to relieve stress after studying”, while another said “It helps me a lot in my
studies and calms me down”. They regarded YouTube as an entertainment tool: “It releases tension and help me pass the time” “When
I have free time, I tend to visit YouTube”, as per a few students. Almost all of the respondents watched the videos for information and
educational purpose. Most of them pointed out that YouTube does not only offer entertainment, but also educational material, which
are easily accessible “I am using a feature on YouTube called tag, which show videos of a series of speakers sharing their own
experiences. I also subscribe to certain channels, which constantly send updates”.
The respondents mentioned that YouTube helps them solve academic problems and increase their knowledge “I watch many
academic-oriented videos on YouTube. It helps me learn and understand, and inspire me to come up with creative and useful ideas”.
A student outlined his learning endeavours via YouTube, and how he solved a problem he faced in his studies using YouTube “I
watched a video on YouTube ten times to understand one of the econometrics topics that I could not understand from the textbook
and lecture notes. These videos helped me learn effectively, and I am now more knowledgeable than my classmates”.
For these students, YouTube is not just for learning, they also use it to solve non-academic problems “I use YouTube for a lot of
work-related problems, as it provides tutorials with step-by-step instructions on how to perform certain tasks and how to troubleshoot
problems”. They are convinced that learning from YouTube is easier and fun, and its heavily visual content makes it easier to
understand the message(s) it is trying to convey, “YouTube is attractive to me because videos are more interesting than words.
Whenever I don't know something, I put the equation on YouTube, and understand it within 3 min, as they show me exactly how to
calculate, add, minus, and solve it”. Almost all of the respondents suggested that teaching sessions contain a video segment that
summarises the topic. One of them pointed out that “It is beneficial to understand a theory that can be explained by a video; it has a
positive effect on learning because the course requires more in-depth explanation”. They believed that using video help them un-
derstand difficult topics, “I use YouTube to help me with my studies, and before every exam, I use YouTube for revision because I do
not understand some of my instructors in class”.
Based on the qualitative analysis, we developed six items to measure academic learning (as a new construct that predicts the use
of SM), and had the items validated by five experts in SM and education (academic panel). The experts were selected based on their
area of research and familiarity with the topic. We asked them to confirm whether or not the items corresponded with the construct
based on the scale of very weak estimate (1) to very strong estimate (7). After minor corrections, we tested the questionnaire on ten
students to determine its ease-of-understanding and the answerability of the items. In the final stage, we used a 5-point Likert scale,
ranging from 1 (strongly disagree) to 5 (strongly agree) to measure the students’ perception of academic learning, and distributed the
questionnaire to thirty students for pilot testing. The reliability test reported a Cronbach α of 0.871, which is the reliability of the
construct. Therefore, following the Lawshe (1975) method of developing scale, we distributed the questionnaire to 200 students to
validate the measurement, and the results of reliability (0.813), correlation (inter-item correlation was between 0.35 and 0.67), and
exploratory factor analysis (factor loading more than 0.5) confirmed that the construct (academic learning) is of high reliability and
factor loading, with acceptable correlation between the items. We then proceeded with the final stage of data collection.

3.2. Quantitative stage

The questionnaire measures the time spent on YouTube (usage) and the purpose of using YouTube (academic learning) amongst
students. The items were measured using a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). The
questionnaire was distributed to part-time and full-time students in the Faculty of Business and Accountancy, University of Malaya (a
major Malaysian university) by a team of researchers to 567 students who are self-professed YouTube users, and 312 of them (55%)
returned completed questionnaires.
Out of the 312 respondents, 83% were below 25 years old, and are mostly undergraduates. ∼68% of them were females, and 32%
were males. ∼89% of the students in this study argued that they are using YouTube for entertainment, 52% for academic learning,
48% for information seeking, and 14% for product inquiry. ∼2% spend more than 5 h on YouTube per day, 3% spend 3–5 h, 7.4%
spend 2–3 h, 19% spend between 1 and 2 h, 69% of them spend less than an hour per day. The results confirmed that ∼31.4% of the
students spend more than an hour on YouTube for a multitude of reasons.

4. Results

Data analysis commenced using the 312 completed questionnaires gathered during the second stage of data collection. The data
were tested using descriptive statistics, reliability, and exploratory factor analysis in SPSS. To calculate the proportion of students
using YouTube to learn, we noted the frequency for each item and calculated the proportion of students who agree and strongly agree

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Table 1
Mean, Standard Deviation and the proportion of the students in each scale.

Academic Learning (%) % Strongly % Disagree % % % Strongly Mean S. D

disagree Neither Disagree nor Agree Agree
Agree

To learn about the courses that I am involved in 0.6 10.9 17.3 47.1 24 3.83 0.93
To learn how to solve problems 0.6 6.4 17 50 26 3.94 0.86
To get answers for some questions that I have 0.3 9.6 13.1 50.6 26.3 3.92 0.89
To learn new things 0.6 6.1 9.3 53.2 30.8 4.07 0.83
To watch videos that my friends tell me about 0.3 4.8 11.9 52.2 30.8 4.08 0.80
I can learn a lot by watching videos (related to my subject) 0.3 6.7 22.4 56.1 14.4 3.77 0.78
than just reading from a book.

with the items. The results showed that 71% agreed that they use YouTube for academic learning; 76% to learn how to solve
problems; 77% to get answers for some questions; 84% to learn new things; 83% to watch videos suggested by friends; 70.5%
believed that they can learn a lot by watching videos (related to the subject) instead of reading a book (see Table 1).
The internal consistency of the items in the academic learning construct was examined using a reliability test (Cronbach
α = 0.831), and the results exceeded the acceptable point of 0.7. The results of the exploratory factor analysis with principal
component analysis and oblique rotation reported that the Keiser-Meyer-Olkin measure of sampling adequacy test was 0.836, and the
Bartlett's test of sphericity was significant, indicating that the data were suitable for factor analysis. The results showed that all of the
item loading exceeded 0.5, which was acceptable (see Table 2). This variable (academic learning) explained 55% of the total var-
iance. The correlation between the items was significant and was within an acceptable range (see Table 2).
The results of the exploratory factor analysis and correlation between the items revealed that these items, together, are able to
measure the academic learning construct, which can be one of the determinants of using YouTube amongst university students.

5. Discussion, limitation and future research

The main aim of this study was to measure the pattern and purpose of using YouTube amongst university students in Malaysia,
and to elucidate students’ perception about the effectiveness of using YouTube as a complementary tool for teaching (and learning).
We developed a scale to measure the academic learning construct based on the results of the interview (qualitative data) and
quantitative survey amongst the students. The results showed that ∼31% of the students spent more than an hour a day on YouTube,
mainly for entertainment, information seeking, and academic learning. They consider YouTube as an outlet that help answer their
questions and solve academic problems. They used it as a complementary tool for learning, and believe that academic videos on
YouTube improve learning, due to its visual cues rendering it more easily understood.
These results confirm that of previous studies stating that using videos to teach have a prolific effect on the students' academic
performance (Jaffar, 2012; Koya, Bhatia, Hsu, & Bhatia, 2012; Orús et al., 2016). According to Clifton and Mann (2011), the use of
YouTube videos almost guarantee increased student engagement, critical consciousness, and accelerated deep learning. The results
confirmed the effectiveness of YouTube video on students’ learning and highlighted the fact that traditional teaching methods need to
be improved. These findings are consistent with those reported in other studies arguing that YouTube videos will simplify the
understanding of a topic (DeWitt et al., 2013; June, Yaacob, & Kheng, 2014; Orús et al., 2016) and enhance the teaching experience
(June et al., 2014). Alon and Herath (2014) reported similar findings, and argued that students believe that they learn more and are
more satisfied with a course integrated with SM.
We also developed a scale to measure academic learning as one of the determinants of using YouTube. The exploratory factor
analysis revealed that academic learning with six items are strong and reliable measurements for predicting YouTube usage amongst
university students. This construct is able to measure academic purpose: ‘academic learning’ - of using YouTube, which previous
studies neglected to explore. It should also be validated and examined in future studies, alongside other factors predicting the use of
social media amongst university students.
The results of this study are beneficial for academia and academic institutions, since it creates knowledge pertaining to students'

Table 2
Exploratory factor analysis, and correlation between items.

Academic learning Factor Loading 1 2 3 4 5

To learn about the courses that I am involved in 0.842

To learn how to solve problems 0.884 0.623**
To get answers for some questions that I have 0.828 0.616** 0.618**
To learn new things 0.736 0.524** 0.600** 0.534**
To watch videos that my friends tell me about 0.547 0.309** 0.361** 0.361** 0.451**
I can learn a lot by watching videos (related to my subject) than just reading from a book. 0.503 0.454** 0.365** 0.310** 0.206** 0.081**

Note: **Correlation is significant at the 0.01 level.

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usage of YouTube for the purpose of learning and students’ perception towards the effectiveness of video for learning purposes. The
results highlighted the importance of blended learning and using complementary tools to improve traditional learning approaches.
Many universities are invested in traditional methods of teaching using books and lecture notes. Increasing the use of IT amongst
students and facilities that these technologies provide for learning creates the opportunity for the instructors and universities to
redesign the teaching method and facilitate the usage of these technologies for the purpose of teaching and learning.

6. Conclusions

This study elucidated the pattern of YouTube use amongst university students and their perception on its effectiveness for
teaching and learning. The results confirmed that many students rely on YouTube to solve academic problems and answer any
questions they might have. Almost all of the students use YouTube to seek information and learn. The extensive use of IT amongst
students, their familiarity with it, and the effectiveness of videos for learning makes it necessary that suitable technologies be adopted
for teaching and educational methods be redesigned. New technologies/channel can be used as a complementary tool for the edu-
cation system, which will eliminate the weakness of traditional methods and enhance teaching/learning. Using visual objects,
especially videos to explain something will make it easier for students to visualise and actually understand the topic.

Ethics

This research was carried out in accordance to the university policy on Human Ethical Practice in Research. This study did not
collect any data related to the students’ name and personal information, while the data is aggregated for the analyses. Students were
informed of the details of the study, and participation was voluntary.

Acknowledgements

The University of Malaya Equitable Society Research Cluster provided financial support for research assistance and project team
meetings under Project RP021-14SBS.

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